This volume is based on a conference held to examine what is known about cognitive behaviors and brain structure and function in three syndromes and to evaluate the usefulness of such models. The goal of this endeavor is to add to the knowledge base of cognitive neuroscience within a developmental framework. Most of what is known about the neurological basis of cognitive function in humans has been learned from studies of central nervous system trauma or disease in adults. Certain neurodevelopmental disorders affect the central nervous system in unique ways by producing specific as opposed to generalized cognitive deficit. Studies of these disorders using neurobiological and behavioral techniques can yield new insights into the localization of cognitive function and the developmental course of atypical cognitive profiles.
The focus of this book is a discussion of the multidisciplinary research findings from studies of autism, and Williams and Turner syndromes. The approaches, methods, techniques, and findings reported are at the cutting edge of neuroscience research on complex behavior patterns and their neural substrates. Each disorder is accompanied by some degree of general cognitive impairment or mental retardation. Of greater interest are the atypical deficits in which a cognitive function is spared, such as language in Williams syndrome, or is disproportionately depressed as are spatial discrimination skills and visual-motor coordination in Turner syndrome. Drastically reduced or seemingly absent language capabilities and little interaction with other people characterize the core autism syndrome. A comprehensive and critical discussion of appropriate statistical techniques is made vivid by examples given from studies of small groups or single subjects in neurolinguistics and related fields.

The first volume begins with the early experiments into wireless telegraphy by Ernest Rutherford and ends with the New Zealand Broadcasting Service in the 1950s, just before the advent of television. Topics dealt with are the development and geographical spread of transmission and reception facilities, the political debates about broadcasting and consequential institutional changes, the interventionist role of the state in broadcasting, programming style and content, and the social and cultural consequences of broadcasting.

This volume is based on a conference held to examine what is known about cognitive behaviors and brain structure and function in three syndromes and to evaluate the usefulness of such models. The goal of this endeavor is to add to the knowledge base of cognitive neuroscience within a developmental framework. Most of what is known about the neurological basis of cognitive function in humans has been learned from studies of central nervous system trauma or disease in adults. Certain neurodevelopmental disorders affect the central nervous system in unique ways by producing specific as opposed to generalized cognitive deficit. Studies of these disorders using neurobiological and behavioral techniques can yield new insights into the localization of cognitive function and the developmental course of atypical cognitive profiles. The focus of this book is a discussion of the multidisciplinary research findings from studies of autism, and Williams and Turner syndromes. The approaches, methods, techniques, and findings reported are at the cutting edge of neuroscience research on complex behavior patterns and their neural substrates. Each disorder is accompanied by some degree of general cognitive impairment or mental retardation. Of greater interest are the atypical deficits in which a cognitive function is spared, such as language in Williams syndrome, or is disproportionately depressed as are spatial discrimination skills and visual-motor coordination in Turner syndrome. Drastically reduced or seemingly absent language capabilities and little interaction with other people characterize the core autism syndrome. A comprehensive and critical discussion of appropriate statistical techniques is made vivid by examples given from studies of small groups or single subjects in neurolinguistics and related fields.

Originally published in 1975, this volume reports a multidisciplinary, longitudinal study of the precursors of intelligence, as measured by Stanford-Binet IQ scores, of 4-year-old children. Over 26, 000 children (more than 12, 000 whites and 14,000 blacks) were followed from the prenatal period, and 169 prenatal and developmental variables were examined in relation to preschool IQ scores. Considered are the degree to which events during pregnancy and delivery, physical and psychomotor development in infancy and childhood, and certain major family characteristics were related to IQ scores. The large, heterogeneous sample of children studied prospectively and the wide range of biological and social variables investigated made this work of major importance at the time. The level of maternal education and the socioeconomic status of the family were major contributors to explained variance in IQ, and had larger effects among whites than among blacks. Other findings relate low IQ at age 4 to delayed motor and mental development in infancy. Many other factors thought to affect IQ scores, both individually and in combination, are reported, to make this a work of importance to all concerned with the neurological and mental development of the child.

Originally published in 1975, this volume reports a multidisciplinary, longitudinal study of the precursors of intelligence, as measured by Stanford-Binet IQ scores, of 4-year-old children. Over 26, 000 children (more than 12, 000 whites and 14,000 blacks) were followed from the prenatal period, and 169 prenatal and developmental variables were examined in relation to preschool IQ scores. Considered are the degree to which events during pregnancy and delivery, physical and psychomotor development in infancy and childhood, and certain major family characteristics were related to IQ scores. The large, heterogeneous sample of children studied prospectively and the wide range of biological and social variables investigated made this work of major importance at the time. The level of maternal education and the socioeconomic status of the family were major contributors to explained variance in IQ, and had larger effects among whites than among blacks. Other findings relate low IQ at age 4 to delayed motor and mental development in infancy. Many other factors thought to affect IQ scores, both individually and in combination, are reported, to make this a work of importance to all concerned with the neurological and mental development of the child.

Head trauma in children is a major public health problem. It is a leading cause of death, and it can result in a spectrum of difficulties involving cognition, academic achievement, and social interaction. Children are evolving organisms for whom a static conceptualization of outcome may cloud the effects of traumatic brain injury. This important book explores sources of unexplained variability in outcome by developmental stage. For clinicians, the volume will provide easy access into the mainstream of research on traumatic brain injury in children, its pathophysiology, treatment, and outcome. For scientists specializing in cognition and development, and for those in the basic neurosciences, the studies of traumatic brain injury discussed in this book offer a unique opportunity to relate brain structure to patterns of behavior. Modern neurodiagnostic techniques have created new possibilities for understanding the neurological basis of the diverse behavioral deficits shown by head-injured children. The contributors of this volume not only present detailed analyses of the present state of knowledge of the diverse determinants of outcome in children with head injury, but they also emphasize the gaps and limitations in our knowledge.